Análise Fatorial Exploratória do TPACK: avaliando a validade de construto no contexto de futuros professores italianos
DOI:
https://doi.org/10.7346/-fei-XXII-02-24_06Palavras-chave:
Análise fatorial exploratória, Futuros professores, TPACK, Validade de construtoResumo
Este estudo examina a confiabilidade e a validade de construto do modelo de Conhecimento Tecnológico Pedagógico do Conteúdo (TPACK) em uma amostra de 1.723 futuros professores italianos por meio de uma análise fatorial exploratória (AFE). A análise inicialmente sugeriu sete fatores de acordo com o modelo original do TPACK, mas uma análise mais aprofundada revelou cinco fatores coerentes: dois fatores distintos de Conhecimento Tecnológico (TK), um fator combinado de Conhecimento Tecnológico Pedagógico e do Conteúdo, um fator fundido de Conhecimento Pedagógico do Conteúdo e um domínio distinto de Conhecimento do Conteúdo. Os valores de ajuste para o modelo proposto pelo AFE foram TLI = 0.916 e RMSEA = 0.061 (IC de 90% [0.059, 0.062]). Esses achados confirmam a validade de construto de alguns dos domínios propostos do modelo TPACK, ao mesmo tempo que sugerem que certos domínios podem precisar de revisão para maior clareza ou distinção em certos itens e domínios. Este estudo oferece insights valiosos para o uso do TPACK no contexto italiano e de formação de professores.
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